The Use of Visual Media in Maharatah al-Kalam Learning · 1. Media is one of the technologies used by media users to convey messages 2. Media (as a physical form) that will convey

Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab,11(1): 72-89 (2019)

DOI: 10.24042/albayan.v11i1.3784

© 2019 Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Universitas Islam Negeri Raden Intan Lampung

The Use of Visual Media in Maharatah al-Kalam Learning

Eka Safitri1*, Ihsan Sa’dudin2

1Prodi Ilmu dan Teknologi Pangan Universitas Jenderal Soedirman,Purwokerto, Indonesia 2Prodi Bahasa dan Sastra Arab Institut Agama Islam Negeri Syekh Nurjati Cirebon, Indonesia

_________

Article History:

Received : March 1st, 2019 Revised : April 3rd, 2019

Accepted : May 5th, 2019

Published : June 1st, 2019

_________

Keywords:

Arabic; Kalam; Learning; Media

*Correspondence Address:

[email protected]

Abstract

This study presents one of the learning instruments used in teaching

Arabic, namely using visual media. This visual media is used as a

solution for learning Arabic in the industrial era 4.0 which is easier to

receive material with visual media. In practice, this visual media

research is not only on media that can be seen, but researchers see

several things that must be considered in using visual media

including the type of visual media to be used, the principles of its use,

how to present it, the mechanism of its creation and selection visual

media that can be used for learning maharatul kalam. This visual

media is used so that students are more enthusiastic and educators are

more able to innovate in learning maharatul kalam. There is also a

research method used is a description-analysis with literature review.

Among the visual media that can be used to teach maharatulkalam is

images, posters, flannel boards, bulletin boards and wall clocks. The

results of the study from this study indicate that in using visual-based

learning media there are various kinds of rules that aim to realize

learning effectiveness. The use of visual media is more interesting for

students to continue the learning process because the visual influence

has more impact on the ease of understanding the material. There are

principles that must be considered when using visual media in

learning that is prioritizing simplicity, clear and easy to read.

Introduction

Language learning is a learning that requires creativity from a teacher. In its

implementation requires learning innovations that can attract students' attention. With the

help of media, language learning will be more fun. Instructional media as one of the

supports learning processes that can facilitate educators in delivering and teaching

material or lessons to students. Another function obtained from the use of instructional

media is to increase the enthusiasm and interest of students in learning. However, not all

types of media can be applied in all language skills, so it requires the accuracy of an

educator in choosing media that is suitable and supports the lesson

.

The Use of Visual Media in Maharah al-Kalam Learning | Eka Safitri, Ihsan Sa’dudin

Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab,11 (1): 72-89 (2019)| 73

An Interesting learning Process can be interpreted as learning that has the

element of "tickling" for students to follow. Thus students have the motivation to

continue to follow learning. Fun learning means learning that matches the atmosphere

that occurs in students.1 Furthermore Ibrahim Nashir conveyed in the Muqaddimati Fi at-

Tarbiyah about the understanding of learning media as follows, namely:

الوسائل التربویة ھي كل مایستخدم من وسائل حسیة بغیة ادراك املعاني بدقة وسرعة

“Learning media is everything that is presented by concrete media in order to understand

meaning accurately and quickly”2

Learning media has several Functions in the teaching and learning process that

can clarify roles and information so that it can facilitate the teaching and learning

process, direct students' attention so that they can increase their learning motivation,

overcome sensory limitations, space and time3.

Learning media has some various types, including audio, visual, audio-visual,

computer and other. However, in this paper the author specializes in visual media. In the

use of visual media there are various kinds of basic principles that need to be considered

in order to make it well. This is the basis of a media selection, so the role of the media as

a tool to facilitate the lessons being delivered can be addressed.4 Therefore, it is

necessary to discuss more deeply about the principles of visual media in learning Arabic

Language and its application in the learning.

There are many conversational training techniques and models that have been

developed by language teachers. Every approach or method of course puts pressure on a

particular technique or model. The audio-lingual method, for example, emphasizes the

need for learners to memorize the dialog model before entering into free dialogue. While

the communicative method emphasizes the understanding of the dialogue model,

1M. Khalilullah, ‘Strategi Pembelajaran Bahasa Arab Aktif (Kemahiran Istima’ Dan Takallum)’, Jurnal

Sosial BUdaya, 8.02 (2011), 219–35. 2Siti Jubaidah, ‘Efektivitas Pembelajaran Bahasa Arab Maharatul Kalam Dengan Media Komik Di

Madrasah Aliyah Nasruddin Dampit’, Jurnal Review Pendidikan Islam, 01.02 (2014)

<http://jurnal.uinsu.ac.id/index.php/ihya/article/view/1529/0>. 3Husniyatus Salamah Zainiyah, Pengembangan Media Pembelajaran Berbasis ICT (Konsep Dan Aplikasi

Pada Pembelajaran Pendidikan Agama Islam), ed. by Rudi Al-Hana, printed in (Jakarta: Kencana Prenada

Media Group, 2017)

<https://books.google.co.id/books?id=yBVNDwAAQBAJ&printsec=frontcover&dq=media+pembelajaran

&hl=en&sa=X&ved=0ahUKEwiyy_mmpcfiAhVjmK0KHQVICEcQ6AEIXDAH#v=onepage&q=media

pembelajaran&f=false>. 4Nana Sudjana, Media Pengajaran (Bandung: Sinar Baru Algesindo, 2010).


74 | Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab,11 (1): 72-89 (2019)

including the function of each phrase and its context or situation, then directly enters the

real communication exercise.5

Along with the development of science, especially linguistics and methods of

language teaching, learning Arabic is increasingly challenging. In Indonesia, teaching

Arabic has its own challenges and problems, this is explained by Syamsuddin Asyrophy

that there are three problems in teaching Arabic in Indonesia namely linguistics,

methodology, and sociology.6

From three questions submitted by Syamsuddin, in the author’s opinion that the

teaching and learning process should be more fun, in that case teacher needs a learning

media method - to deliver teaching materials to the students. According to some experts,

the media has several definitions as follows:

1. Media is one of the technologies used by media users to convey messages

2. Media (as a physical form) that will convey messages, content, or material such as

slides, photos, books and others

3. Media is a tool of communication in printed and audio-visual forms along with its

hardware.

Media consists of two elements, namely: equipment / hardware and messages /

software . Intructional media or media of learning requires equipment (hardware) to

deliver content / software . So, what is called software is teaching material that will be

delivered to students. However, not all media can be called as instructional media.

Media that contains only teaching materials is called instructional media. For example,

books that do not contain messages / teaching materials cannot be called as instructional

media.

Media seen from its nature is devided into three, namely : auditive media,

visual media, and audiovisual media. In this paper , the author will explain about visual

media only. Visual media that can only be seen and there is no sound element.7 In the

process of learning Arabic , there are various media that can be used, such as computers,

record results in Compact Disk (CD), media images, and so on. Each media used has its

own characteristics , and it can affect students’ learning activities in Arabic.8

5Rahmaini, ‘Strategi Pembelajaran Maharah Kalam Bagi Non Arab’, Ihya Al Arabiyah, 1.2 (2015), 227–33. 6Samsudin Asrofi, Metodologi Pengajaran Bahasa Arab (Yogyakarta: Ombak, 2016). 7Burhanudin et. al, Modul Media (Jakarta: Departemen Pendidikan Nasional, 2009). 8- Sukamto, - Elfizar, and - Asriyani, ‘Media Pembelajaran Bahasa Arab Untuk Siswa Madrasah

Ibtidaiyah’, Jurnal Edukasi Dan Penelitian Informatika (JEPIN), 3.2 (2017), 104–10.



The reasons underlying this paper are the absence of special studies related to

the sorting of visual media that can be used in kalam learning. This is because not all

visual media can be used in kalam learning. Therefore, the author tries to examine more

deeply related to visual media that can be used in kalam learning

.

Research Method

This research is a library research by looking for various literature related to

Instructional media, the methodology of teaching Arabic, and maharah al-

Kalam(speaking skills). The research method used is descriptive analysis method. The

first thing to do is to describe or provide an initial description of the problems to be

discussed. Then the second one analyzes various data obtained from various literature

related to this discussion

Finding and Discussion

Arabic as a language that has a high value of civilization, has its own charm and

able to captivate the language observers’ attention to be studied. In its own development,

Arabic has become one of the international language that allows us to use, practice and

even learn Arabic as a second language after their mother tongue.

Arabic has become a language that is widely studied and in demanded by

almost all of people in the world, this is because Arabic is the language of Moslems Who

significantly increased every year in each country. Then, there are more software, TV

broadcasts and online learning in Arabic. This affects the absorption of other languages

on Arabic. During the Middle century, Arabic became the main tool of culture, science,

and social which caused a lot of absorbing European vocabulary from Arabic.9

In the process of learning Arabic for ‘ajami (foreign speakers) or ghair natiq

requires an alignment and contextualization of Arabic (as a second language) into the

mother tongue.10 The process of contextualizing Arabic is one way to make students

easier in understanding the meaning that suits their language right . This etymological

change can be experienced by every language, including Arabic because of life progress

of language users in every period.

9Rahmat Iswanto, ‘Pembelajaran Bahasa Arab Dengan Pemanfaatan Teknologi’, ARABIYATUNA : Jurnal

Bahasa Arab, 1.2 (2017), 139–52. 10Abdul Wahab Rosyidi, Media Pembelajaran Bahasa Arab (Malang: UIN Maliki Press, 2012).



An educator or teacher in teaching foreign languages should have a method or

various ways that can make students more interesting in learning. One way that students

are interested in is the learning process that uses learning media or instructional media.

Teaching media is corresponded to the situation and conditions of students.

In this case, according to Syamsudin Asyrofi in Edi Komara, explains the

problems in teaching Arabic, namely linguistic problems, methodology, and sociology11.

The use of the right method can make the students easier to receive material and have a

positive impact on students' learning outcomes. In addition to learning outcomes, the

accuracy of the method can affect students' interests and motivations.

Skills that must be mastered by foreign speakers in language - including Arabic

- include speaking skill (maharatul kalam), reading skills (maharatul qira'ah),listening

skills (maharatul istima'),and writing skills (maharatul kitabah).12

So that the use of language as a communication tool makes language speakers understand

the text and context of the language. Speaking skill (maharatul kalam) is a person's

ability to pronounce articulation of Arabic sounds (ashwath 'arabiyyah) or words with

linguistic rules (qawa’id nahwiyyah wa sharfiyyah) to convey ideas and feelings.13

Every language skill has a level of ability that includes performative,functional,

informational,and epistemic.14 At the performative level, people are able to read (fahm

maqru '), write (kafa'ah kitabah), listen (fahm masmu'), and speak with symbols (alkalam

bi ramuz al-shauti) used. There is also at the functional level, people are able to use

Arabic to fulfill their daily needs, such as reading newspapers, manuals or instructions.

At the informational level, people are able to access knowledge with language skills.

Whereas at the epistemic level, people are able to express knowledge into the target

language.

In nature, humans are social creatures, the most important attitude in social is

communicating. With communication, there is a process of exchanging experiences,

expressing and accepting ideas or feelings, giving each other expressions and approval of

11Moh Edi Komara, ‘Penerapan Metode Outbound Fun Game Dalam Pembelajaran Bahasa Arab’, 9.2. 12Dhiauddin, ‘هيشآب ةيفلسال ةيمالساإل ةيوازال يف ةءارقال ةراهم ميلعت’, Jurnal Imla, 2.1 (2018), 93–102. 13Siti Jubaidah, ‘Efektivitas Pembelajaran Bahasa Arab Maharatul Kalam Dengan Media Komik Di

Madrasah Aliyah Nasruddin Dampit’, Review Pendidikan Islam, 1.2 (2014), 247. 14Achmad Muhlis, ‘Pengembangan Pembelajaran Maharah Al Kalam Berbasis Media Bithaqah Jaybiyah

Di MTs Negeri Sumber Bungur Pamekasan’, Okara, 2.9 (2014), 103–32.



beliefs. So from here, speaking skill (which include the ability to master articulation) are

very important things in human life.15

Maharah al-Kalam according to Ahmad Fuad in N. Syamaun, is the ability to

express sounds of articulation or words to express thoughts in the form of ideas,

opinions, desires, or feelings to the other person. In addition, the essence of maharah al-

kalam is the skill of using the most complicated language.16

This speaking skill requires the involvement of thoughts and feelings as well as listening

skill so that the conversation can take place smoothly.17

Kalam in terminology comes from Arabic (al-kalam) which has meaning

‘words or saying‘. In epistemology, kalam is the pronunciation of the sounds of Arabic

properly and correctly according to the sounds rules in linguistics. Whereas maharah al-

kalam is talking continuously without stopping, without repeating the same vocabulary.18

In this era, the 4.0 industrial revolution era, requires teachers to be more

creative and innovative in attracting the attention of their students in the learning process.

One habit that is owned by the current generation is that there is an interest in visual

things. It can have an impact and differences in the learning outcomes of Arabic

Language students who use audio-visual media with those who do not use audio-visual

media. As explained by Rukman and Harnika, the use of audio visual media in the

process of learning Arabic can improve listening skill in Arabic, especially grade VIII

students at MTs As-iAdiyah Pengkendekan Luwu Utara.19

Instructional media has a very important role in the learning process, especially

learning Arabic. Among its roles is as a media or tool that can help the teachers in the

process of explaining and delivering material to students. On the one hand, the teacher /

educator is the main model of learning that is seen and heard directly by students.

however on the other hand, sometimes the media has a role in the learning process, and

15Rahmaini. 16Nurmasyithah Syamaun, ‘Pembelajaran Maharah Al-Kalam Untuk Meningkatan Keterampilan Berbicara

Mahasiswa Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah Dan Keguruan UIN Ar-Raniry

Banda Aceh’, Jurnal Lisanuna, 4.2 (2015), 343–59 <https://jurnal.ar-

raniry.ac.id/index.php/lisanuna/article/view/852>. 17Rahmaini. 18Kuswoyo, ‘Konsep Dasar Pembelajaran Maharah Al-Kalam’, An-Nuha, 4.1–10 (2017), 1–10. الحاج رقمان عبد الرحمن سعيد, ‘فعالية إستعال الوسائل السمعية و المرئية هارة االستمآع في تعليم اللغة العربية المدرسة الثا نوية با 19

مالية .AL IBRAH: Journal of Arabic Language Education, 1.1 (2018), 59–72 ,’نجكينديكان بافصالالثامن في لووو الش



the teacher / educator as a supplement adds an explanation that has not been conveyed

clearly.20

Based on the explanation above, visual methods can be used in learning Arabic

because of the need to adjust to the interests of students who are now the majority of the

millennial generation. An educator or teacher can choose various types of visuals in

delivering the subject matter. The selection of this type of visual is not only considered

for the material explanation but the learning assignments that will be assigned must be

adapted to the media.

Particularly, visual media has a function to attract attention, clarify presentation

of ideas, illustrate or decorate facts that might be quickly forgotten if not graphed. Then,

students are also more interested in visual media, especially those that have varied

choices, simple, and realism. In addition, by using visual media, there will be a climate or

learning atmosphere that is fun and more interesting to learn about.21

According to Sharon, visual discussion can be divided into six parts, namely

realistic, analogical, organizational, relational, transformational, and interpretative.22

a. Realistic

This realistic becomes a part of the visual method described by Sharon because

visual reality tries to visualize or display objects in real from the object being

studied. Example of visualizing a picture of a rabbit (arnab) during a reading

(muthala’ah) activity.

Picture 1. Visualization of rabbit

b. Analogical

In this analogical type, it is expected that messages, concepts, or topics are

20Siti Mahmudah, ‘Media Pembelajaran Bahasa Arab’, An Nabighoh Jurnal Pendidikan Dan Pembelajaran

Bahasa Arab, 20.01 (2018), 129–38. 21Baiq Tuhfatul Unsi, ‘Media Gambar Dalam Pembelajaran Kosakata Bahasa Arab’, Tafaqquh, 2.1 (2014),

26–44. 22Sharon Smaldino, Instruksional Technology & Media for Learning (Jakarta: Kencana Prenada Media

Group, 2011).



conveyed well to students by showing or visualizing something else that is similar

or similar to the message.

c. Organizational

Visual in this part will display system of structured diagrams with one relating to

each other as a unitary element such as classification diagrams, timelines,

flowcharts and maps. For example in Arabic learning the distribution of Verb

(Fiil) in shorf . Organizational diagrams will make students easier to memorize

the distribution of fiil

Picture 2. Organizational Fi’il

d. Relational

Visual relational is a visual that displays different relationships with

organizational (quantitative). Like the form of bar charts, graphs and lines

e. Transformational

In this part, transformational visual methods will visualize a change based on the

context of time and place. Like the process of change or the cycle of animated

images of the water cycle or a procedure for how to tie shoelaces or make steel. In

learning Arabic, a teacher can make transformational diagrams when explaining

the process of descending the Qur'an.

Picture3. Transformational

f. Interpretative

This interpretive section becomes a medium that will describe theoretical and

abstract relations.

لوح هللا

المحفو

ظ

بيت

العزة

رسول

هللا

ص.م

ثالثي خمسي سدسي ربعي



Principles of Using Visual Media

The use of visual-shaped learning media has several principles that can make

the visual media more effective, namely: 1) visual simplification with charts, diagrams,

or lines; 2) using visual methods as a means of suppressing information; 3) the use of

graphics to conclude the entire material; 4) do visual repetition by involving students; 5)

The use of images to distinguish one concept from another; 6) visuals must be balanced;

7) all visuals must be clear and precise; 8) using colors that are easy to remember; 9)

images using captions.

Visual Design Guide

In making visuals, a teacher must know about basic guidelines for how to design

good visuals. It aims to be visually designed to attract students' attention and facilitate

understanding. The elements must be in the visual media, including arrangement,

alignment, form, one-third rule, closeness, direction, direction, contrast of figure or

background, consistency, balance, color, readability, and attractiveness.

Picture 4. Leveling

Picture 5. Shape



Picture 6. Triangle

Picture 7. Closeness

Picture 8. Direction

Picture 9. Contrast Background

Picture 10. consistency



Picture 11. Colors

In visual display, a teacher does not only display images, but includes textual

information. The text on a material that will be displayed also has its own elements,

including :

a. Style

For the teaching and learning purposes or the information being transferred the

selected writing should be consistent, plain text style (no decoration), and simple

writing. For example, Sans Serif writing style like Arial and Times New Roman..

M E D I A

V ISUAL

LANGUAGE

Visual media is a media that only be seen and there is no

sound element in it.





b.Size

Determining the size of a text to be visualized must adjust to the conditions of the

students. For example, so that it can be read by all students either sitting in the

front or back row, at least 1½ inches of text size.

c. Space

The space between each letter should use optical spacing, which mostly eyes can

see, Whereas vertical spaces between each line, may not be too close together and

may not be too tenuous.



d. Color

Determining the color that will be used in the instructional media should be

contrast in order can be seen clearly by students.

Example:

e. Use of uppercase letters

Large-sized letters are used so that students can easily read the material

submitted.

Drawing Pictures

If students are planning a series of visuals, for example some OHP transparencies

that are interrelated, a set of powerpoint slides or a series of computer screens, then

storyboarding is a useful method for planning.

1. Techniques for making letters

Various letter making techniques can be used for visuals. The simplest thing is to

make letters with markers and feather-tipped pens. The letters that have been cut into

pieces that are already available at the office stationery store, are easier to use and

most can be directly affixed. Drawing, sketching and making cartoons. Sketching or

drawing is very helpful to facilitate conveying messages to students.

2. Clip art

Clip art are visual images that are prepared (digital images), which can be

inserted in various digital documents and presentations

3. Designing a visual media with a computer

With presentation graphics software, such as Microsoft Powerpoint or Apple

Keynote can create graphics that are suitable for professional presentations. The types

of graphic software include presentation programs, drawing and coloring programs,

diagramming programs, photo enhancement programs, and desktop publishing

programs.

4. Making graphics presentation

The guide for making presentation graphics, as follows: determine the font, size

and color; plain and brightly colored background; the title is in the middle; use short

Arabic



communication; template to create a consistent visual format; slides to create a

consistent text format; reduce "bells or whistles", sounds that can disrupt students'

concentration; use the appropriate image; use consistent transitions (alternating

slides); using a building (the entry of text into a slide) is simple; use animation that

supports teaching messages rather than adding dramatic effects to the presentation;

reduce the use of sound; use footnotes to identify slides; make transparent projector

overhead (OHP)

Things that must be considered include:

a. Ordinary pens with continuous ink in water generally do not stick to the acetate sheet,

the ink tends to clot and then evaporates

b. Use a pen marked "OHP projector pen" created to project colors

c. Permanent ink can be removed using special plastic removal or with an eraser

containing an alcoholic solution.

Apart from making pictures, there are ways to capture images, that is:

a.Photography

Photography For the purpose of teaching, the subject must be interesting and

imaginative. The elements of the picture should be relevant to the purpose of teaching

and should be made or framed in the picture correctly. Printing digital images is very

easy quickly with color printers or photo printers.

b.Scanner

The scanner works with computers to convert paper-based visual images, such as

images or student photos, into digital computer image files.

Implementation of Visual Media in Maharatul Kalam

In teaching speaking skill, students need to pay attention to their abilities.

Teachers need to know the level of ability they have, what they will do with that, the

teacher can determine what material will be given to students. Speaking ability holds fast

that language is a communication tool so students must use language actively. In

linguistic terms, oral messages delivered by speaking are the use of words chosen in

accordance with the intentions that need to be expressed. The words are arranged in a

certain arrangement according to the rules of grammar and are recited according to the

proper pronunciation rules. All aspects of language are part of speaking activities as a

form of spoken language. The speaker must be able to strive so that the message



delivered can be understood by the listener as intended by the speaker.

The visual media that can be used in kalam learning include: posters, flannel

boards, images, bulletin boards. From the six media, the author will detail how to use the

media above in the lesson learning, as follows:

1.Poster

The poster is a clear, striking and interesting visual presentation with the

intention of attracting the attention of passersby. Posters can influence behavior,

attitudes and values of society to change or do something. This poster media can be

used for the benefit of learning, which is intentionally installed inside and outside the

classroom. In learning Arabic especially kalam, this poster media can be used as one of

the media in delivering the material of the kalam. In its use, the teacher first chooses the

topic to be presented, then searches / makes a poster related to the topic to be presented,

in addition to the poster used this must be relevant to the objectives and material

presented.

2.Flanel Board

Flannel boards are flannel-coated boards to present images or words that are

easily pasted and easily removed. This tool is made of black or blue flannel cloth

mounted on a wall or hung between two pieces of wood in the upper and lower chart.

The images are mounted on a flannel cloth, the back of the image is glued to make it

easy to glue and remove. Through this tool, various images such as clothing, animals,

fruits, family members and others can be clearly shown. Flannel board is an effective

graphic media for presenting certain messages to certain targets as well as flannel

boards including one of two-dimensional visual learning media.

The advantages of using flannel boards are easily attached images, time and energy

efficiency, attracting students' attention, making it easier for teachers to explain the

material.

3. Bulletin Board

Bulletin board is an ordinary board coated with flannel. Pictures and writings can

be directly attached using glue or other sticking tools. Bulletin boards are widely used

in universities as learning media that can improve kalam skills. This media is used to

carry out language learning activities, so students who do not participate in the

bulletin will be left behind. The bulletin is managed well and professionally, so that it



can attract and help in learning Arabic (kalam). The use of bulletin boards can be done

by attaching clipping from Arabic-language newspapers or Arabic-language

magazines, taking into account the following points.

a. Clipping should be arranged and neatly designed

b. Use colored writing

c. Students are encouraged to read it to find out what happened

d. Ornament displays must be replaced to make them look fresh and up to date

clipping

4. Picture

Media images can also be called as persistence images. Picture media is visual

media produced through the photographic process, this type of media is a photo. The

word image includes all kinds of paintings and illustrations used in the presentation

of the language learning process. Pictures that are installed in front of the class

should be large and clear enough to be easily seen by students. The use of images

needs to get attention from the teacher and the first step taken is preparation. The

presence of images does not guarantee the student's attention. Therefore, the teacher

should invite students to be active and explain to students about what needs

attention.

In learning Arabic this media image can be used as a topic of conversation. Usually

in the learning process, the teacher conveys the material on a topic using the story

method and then asks questions and answers. Sometimes students are less interested

if they just listen to the story, but with this picture the participants will be more

interested in listening to the story and holding answers. This image media is

combined with the story method and question and answer, so that it will be more

effective to be applied in an Arabic language learning.

5. Clock

According to Abd Wahab Rosyidi, clock is the most successful media in

learning Arabic. This media is made and obtained by a teacher, usually consisting of

1-12, long needles, medium needles and short needles. However, before using this

clock media, it must be ensured that participants are familiar with the count of one to

sixty. The next step is for the teacher to turn the clock as usual, after making sure the

clock shows a certain number, the teacher asks a variety of questions.



Conclusion

From the discussion above it can be seen that in using visual-based learning

media / instructional media there are various kinds of rules. Existing arrangements are

made with the aim of making effective use of visual media in learning. The use of good

media will influence the arrival or failure of messages (learning material) to students.

The visual media intended is media that can only be seen, without any sound element.

The types of visuals are realistic, analogical, organizational, relational, transformational

and interpretive. In addition, there are principles in the use of visual media including the

recommended simplicity, clarity, readability and others. The visual design guide has two

elements, namely visual elements and text elements. Visual elements include five things,

namely setting, balance, color, readability and attractiveness. Furthermore, the text

elements include style, size, space, color and use of uppercase letters. What needs to be

considered when desire to use images as a form of visual media is planning tools, letter

making techniques, drawing, sketching, making cartoons, clip art, designing a visual with

a computer, making presentation graphics, making an overhead projector (OHP). In

addition, in capturing images there are also two ways, namely photography and scanner.

In its implementation, visual media can be implemented in learning Arabic, one of which

is kalam learning. Visual media that can be used include images, posters, flannel boards,

bulletin boards and clocks. This type of visual media is one of the media that can be used

in learning Arabic, so that learning Arabic can be successful.

References

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Documents

The Use of Visual Media in Maharatah al-Kalam Learning · 1. Media is one of the technologies used by media users to convey messages 2. Media (as a physical form) that will convey